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# Lesson Plan

## Understand addition - Words to addition to 10 (+ and =)

### LEARNING TARGET

• Students will be able to read and understand the sentence "seven plus one is eight."
• Students will be able to write an addition sentence using + and = signs to represent the sentence "seven plus one is eight."

### PREREQUISITE SKILL

• Students will be able to read addition models and identify the correct addition sentence that matches.
• Students will be able to demonstrate their understanding of addition by creating their own addition models.

EXTENSION SKILL

### DURATION

• Introduction (5 minutes)
• Instruction (15 minutes)
• Guided Practice (15 minutes)
• Independent Practice (15 minutes)
• Exit Card Formative Assessment (5 minutes)
• Closure (5 minutes)

### MATERIALS

• Whiteboard and markers
• Chart paper
• Manipulatives (such as counters or cubes)
• Worksheets with word problems
• Worksheets for independent practice

• Plus
• Equals

### TEACHING RESOURCES

No Centers or Task Cards Available

IEP GOAL WORKBOOKS

No Goals Available

WORKSHEET PACKS

No Worksheet Packs Available

5 AND 1 INTERVENTIONS

No Interventions Available

### GAMES

No Games Available

### ACTIVITIES

No Activities Available

### INTRODUCTION

1. Begin by reviewing addition and what it means to add numbers together.
2. Tell students that today, they will learn how to take a sentence with numbers in it and turn it into a math problem using addition.
3. Write the sentence "seven plus one is eight" on the whiteboard and read it aloud with the class.
4. Ask students if they know what the sentence means.

### INSTRUCTION

1. Explain to students that the sentence "seven plus one is eight" means that if we take seven things and add one more thing, we will have a total of eight things.
2. Write the sentence "seven plus one is eight" on chart paper.
3. Model how to convert the sentence into an addition sentence using the symbols + and =. Write "7 + 1 =" on the chart paper and ask students what the answer is. Write "8" after the = sign.
4. Repeat the process with another sentence or two.

### GUIDED PRACTICE

1. Hand out worksheets with word problems.
2. Read each problem aloud as a class and ask students to identify the numbers in the sentence.
3. Model how to write an addition sentence to represent the sentence, using the symbols + and =. For example, if the sentence is "I have five apples and my friend gives me two more, how many apples do I have?" write "5 + 2 =" and ask students to solve the problem.
4. Work through the first few problems as a class.
5. Then, divide students into small groups and have them work together to convert the remaining sentences into addition sentences.

### INDEPENDENT PRACTICE

1. Hand out worksheets for independent practice.
2. Instruct students to read the sentence and write an addition sentence to represent it.
3. Circulate around the room to provide support and guidance as needed.

### HOMEWORK

1. Ask students to create their own word problem and write an addition sentence to represent it.
2. Encourage students to use manipulatives or draw pictures to help them create their word problem and to solve it.
3. Remind students to bring their homework back to class to share with their classmates.

Note: Homework should be optional and not graded. It is important to provide a balance between schoolwork and home life, and to ensure that students have enough time to rest and engage in other activities.

### EXIT TICKET

1. Provide each student with a whiteboard and marker.
2. Instruct students to write an addition sentence that represents a sentence you read aloud.

### ASSESSMENT

1. Ask students to share one word problem they solved and the addition sentence they wrote to represent it.
2. Use their responses to assess their understanding of converting word problems into addition sentences.

### CLOSURE

1. Review with students what they learned about converting word problems into addition sentences.
2. Encourage students to practice writing addition sentences to represent word problems they encounter in their daily lives.

### EXTENSION

1. Students can practice converting word problems into subtraction or multiplication sentences.
2. Students can work on more complex word problems that involve multiple steps.
3. Students can create word problems for their classmates to solve.

### INTERVENTION

1. For students who struggle with fine motor skills, larger and easier to grasp manipulatives can be used.
2. For students who need extra support, a visual aid or diagram can be provided to help them understand how to convert word problems into addition sentences.
3. For students who struggle with reading, provide support by reading the word problems aloud or offering simplified versions of the problems.

### VIDEOS

No Video Available

### TEACHING TIPS

• Use manipulatives and visual aids to help students better understand the concept of addition.
• Encourage students to explain their thinking and strategies aloud to reinforce their understanding of the material.
• Offer differentiated instruction to support diverse learners, such as modified word problems or extra practice worksheets.

### STUDENT MISCONCEPTIONS

• Students may struggle to identify the important numbers and operations in word problems.
• Students may confuse addition with subtraction or multiplication.
• Students may struggle to write addition sentences in the correct order or format.

### STANDARD

##### Common Core Standard:

1.OA.B.3 - Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

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